Purpose: Awareness of the interaction between science, technology, society, and environment (STSE) is seen as important in life in the modern world. Therefore, the present study aimed to examine the science teacher candidates' views on relations between science, technology, society, and environment. Research Methods: In this research, which used…

This investigation examined how a 6 week environmental topics course that included place-based socioscientific issues (SSI) instruction in the Greater Yellowstone Area (GYA) in the United States of America influenced 21 postsecondary students' expressed socioscientific orientations of "Ecological Worldviews" (including…

The prominence of socioscientific issues (SSI), that combine society with science, in education has grown in recent years. The northern bald ibis is important for science and society since it is an endangered species, it only inhabits one region in Turkey and has a limited population worldwide. This study aims to ascertain the impact of the…

Teaching socioscientific issues (SSI) necessitates dialogic discourse activities. However, a majority of science teachers prefer monologic discourse in SSI contexts. In addition, some of these teachers are resistant to change (from monologic to dialogic discourse) despite certain professional development attempts. The purpose of the present…

Kevin Rathunde turns his research lens to the task of finding out the relevance of the natural world, its impact on adolescent motivation, and its positive sustaining of concentration and focus. He cites "disembodiment and denaturing" as needing to be countered by contact with nature, leading to higher creativity, less drudgery, and more…

This paper approaches mindfulness, an awareness of internal and external realities, as a culturally-shaped habit of mind. Findings of a cross-cultural study and popular sayings that reflect America's cultural orientation to consumption and competition are contrasted with findings from Hawaiian language newspapers, traditional cultural practices,…

While nature is often claimed to be a space of harmonized balance or an antidote to the chaos of the modern world, we need a more grounded assessment of nature as endlessly changing and much less predictable than we like to assume. In this essay, I explore Karen Traviss' provocative exploration of unbalanced nature and unbounded bodies in her…

In light of the recently developed European Union (EU) Biofuels Strategy, the literature is reviewed to examine (a) the coherency of biofuel production with the EU nonindustrial vision of agriculture, and (b) given its insufficient land base, the implications of a proposed bioenergy pact to grow biofuel crops in the developing world to meet EU…

Discusses some of the views of environmentalists toward the study of environmental ethics. Addresses the problem that environmental ethics literature is difficult to read and argues that certain opinions about the value of the study of environmental ethics are rooted in misconceptions. (TW)

Traces the development of the civil engineering code of ethics. Points out that the code does have an enforceable provision that addresses the engineer's responsibility toward the environment. Suggests revisions to the code to accommodate the environmental impacts of civil engineering. (TW)

Provides both a rationale and framework for Earth systems education and a description of the early development of the Program for Leadership in Earth Systems Education (PLESE). Presents the seven basic understandings that form the conceptual basis for the PLESE program. (five references) (MCO)

Summarizes what is known about two major variables involved in certain types of chemical pollution that seem to be changing the structure of the Earth's atmosphere. Discusses the greenhouse effect and the ozone layer. (TW)

Suggests that the world and national societies are far from establishing an environmental ethic and principles of conduct. Argues that more can be done to help rationalize the tradeoffs in public policy for managing natural resources. (TW)

Describes Deep Ecology and criticizes its limitations. Discusses mysticism, the bomb, freedom, subjectivity and power as they are addressed by Deep Ecology. Stresses the need to teach ecological balance. (CW)

Proposes a world view or cosmology in the form of 67 laws or principles which are seen by some as governing the Cosmos and the cosmological process. Defines the Cosmos in terms of the ecosphere or Gaia. (CW)